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- Our School
Principal's message Milestones VMV & Philosophy School Song, Crest & Motto Our Staff Our Achievement Bartley Newsletter Photo & Video Gallery - Our Signature Programmes
ALP: Chemical and Applied Sciences (Fragrance) LLP: Community Youth Leadership 7 Habits of Highly Effective Youths Bartley Scholars Programme SMILE Student Leadership Direct School Admission - Our Holistic Curriculum
Curricular Framework Instructional Programmes Student Development Co-curricular Activities - Our Partners
Parent Support Group School Advisory Committee Bartley Alumni - Information
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Student Development
BARTLEY SECONDARY SCHOOL’S CHARACTER DEVELOPMENT FRAMEWORK
ACQUIRE, APPLY, ASSESS, ADJUST
1. Arrangement & Colours .
a. The centre represents the programmes we have in place to help our students acquire our core values, and forge their moral anchor. It is coloured bright yellow, signifying Strength and Steadfastness on our school crest (CCE Outcome 2).
b. The red layer refers to the programmes or concepts that the school uses to help our students acquire and develop their social-emotional (SE) competencies, which are related to Identity, Relationships and Choices (CCE Outcomes 1,3,4). These are linked to the virtues of Friendship, Love, Loyalty & Brotherhood represented by the Red on our crest.
c. The academic and non-academic programmes in our school are spread out across the SPACE (social, physical, aesthetic, cognitive, emotional) domains, and are a balanced approach to help to students apply the values and social-emotional competencies in the context of School. The White represents Honesty in our search of knowledge and ourselves.
d. The blue circle refers to the platforms that give students opportunities to think and act beyond themselves and their immediate surroundings, giving of themselves to the nation and the world (CCE Outcomes 4,5,6,7,8). The Deep Blue represents a Bright and Fruitful Future, not just for Bartleyans, but for Bartley and the Singapore as well.
e. The outermost circle reminds our students to be Resilient and Responsible Leaders by assessing their performance and behaviour, and making the necessary adjustments to achieve the school’s vision of being a Value-Added School with a High Performing Culture. The White here reiterates the importance of Honesty in this process of Life-Long Learning.
2. This table presents the different programmes that go in each layer.
|
Sec 1 |
Sec 2 |
Sec 3 |
Sec 4/5 |
Acquire Values |
· Orientation · Target Setting · CCE lessons & Guidance modules · CCA · 7 Habits (1-3) · SL Talks · FT Conferencing · Transition to Sec 1 Camp |
· Target setting · CCE lessons & Guidance modules · CCA · 7 Habits (4-7) · SL Talks · FT Conferencing · Outdoor adventure camp |
· Target setting · CCE lessons & Guidance modules · SL Talks · FT Conferencing · Overseas Learning Journey |
· Target setting · CCE lessons & Guidance modules · SL Talks · FT Conferencing · SMILE |
Acquire SEC
|
· CCE lessons & Guidance modules · CCA · 7 Habits (1-3) · SL Talks · AEP · SEP |
· CCE lessons & Guidance modules · CCA · 7 Habits (4-7) · SL Talks · Outdoor adventure camp · School visits · AEP · SEP |
· CCE lessons & Guidance modules · CCA · 6 Decisions · SL Talks · Overseas Learning Journey · ECG Fair · School visits |
· CCE lessons & Guidance modules · CCA · 6 Decisions · SL Talks · Study Skills / Personal Effectiveness camp · ECG Fair · School visits |
Apply Values and SEC within School |
· SPACE · VIA · Interclass games · Cross-Country
|
· SPACE · VIA · Interclass games · Cross-Country
|
· SPACE · VIA · Interclass games · Cross-Country
|
· SPACE · VIA · Interclass games · Cross-Country
|
Apply Values and SEC in National and Global context |
· NYAA · NE events · Environmental Education |
· VIA · NYAA · NE events · NE Learning Journeys · Environmental Education |
· VIA · Overseas Learning Journey · Work Attachments · NE events · Environmental Education
|
· VIA · Work Attachments · NE events · Environmental Education
|
Assess Behaviour and Performance |
· Reflections · Student Organiser |
· Reflections · Student Organiser |
· Reflections · Student Organiser |
· Reflections · Student Organiser · NE Quiz |
3. SPACE domains . The programmes offered in Bartley Secondary School can be grouped under Languages & Culture (English, Mother Tongue, Literature), Mathematics (Elementary Math, Additional Math, Principles of Accounts), Sciences (Physics, Chemistry), Humanities (Geography, History, Social Studies, Elements of Business Skills), Crafts & Technology (Art, Music, Food & Consumer Education, Design & Technology, Computer Applications), Physical Education, CCE and CCA. Additionally, lower secondary students take Integrated Project Work (IPW). When arranged according to the SPACE domains, the main thrusts of each category can be placed within the spectrum as indicated in Table 1 . Collectively, these platforms help our students use and strengthen their values and SE competencies.
Table 1: Bartley Secondary School’s programmes across the SPACE Domains
Social |
Physical |
Aesthetic |
Cognitive |
Emotional |
CCA |
CCA* |
CCA* |
CCA* |
CCA |
PE |
PE |
|
|
PE |
|
|
Craft & Tech |
Craft & Tech |
|
Languages & Culture |
|
Languages & Culture |
Languages & Culture |
|
|
|
|
Mathematics |
|
|
|
|
Sciences |
|
Humanities |
|
|
Humanities |
|
IPW |
|
|
IPW |
|
CCE** |
|
|
CCE** |
CCE** |
* - depending on the type of CCA
** - includes NE, ECG, SEd, CW and VIA
Glossary of terms
AEP |
Arts Elective Programme |
CCE |
Character & Citizenship Education |
CCA |
Co-Curricular Activities |
CW |
Cyber Wellness |
ECG |
Education & Career Guidance |
FT |
Form Teacher |
IPW |
Integrated Project Work |
NE |
National Education (also known as Citizenship Education) |
NYAA |
National Youth Achievement Award |
PE |
Physical Education |
RIPE |
Respect for Self and Others, Integrity our Way of Life, Passion for Learning, Excellence our Pursuit |
SEd |
Sexuality Education |
SPACE |
Social, Physical, Aesthetic, Cognitive, Emotional domains |
SE |
Social-Emotional |
SEC |
Social-Emotional Competencies |
SEP |
Sports Elective Programme |
SL |
Student Leadership |
VIA |
Values-in-Action (formerly Community Involvement Programme or CIP) |
Student Leadership Development (SLD)
At Bartley, we believe that every student has the potential to be a strong self-leader, and a leader for others. As such, the school has identified Student Leadership Development to be one of our key student development platforms. To this end, we have SLD programmes targeted at the whole student body, and for students on our Student Leadership Tracks.
Level |
Level Outcome |
Mass Programme |
SL Track Programme |
1 |
Responsible Leaders of Self |
7 Habits Traits of Ethical Leaders |
Mixed of customised and cohort-based programmes for 1. Student Councillors, 2. CCA Leaders, 3. Class Chairs, and 4. Domain Experts |
2 |
Responsible Leaders for Others |
7 Habits Traits of Servant Leaders |
|
3 |
Resilient Leaders for Change |
6 Decisions Traits of Transformational Leaders |
|
4/5 |
Resilient Leaders for Excellence |
6 Decisions Traits of Mentors |
Character and Citizenship Education (CCE)
To augment our students' home values, CCE lessons provide a platform for the development of character, social-emotional competencies and national values within our students. These lessons are developed by MOE’s Character and Citizenship Education Branch (CCEB) so that the delivered curriculum is holistic and engaging, inspiring and insightful.
To augment CCE, Citizenship Education (formerly National Education) programmes are crafted for the development of students in Bartley Secondary School in understanding their roles as citizens of and residents in Singapore. The programmes are purposefully tailored to meet the developmental needs of our students from Sec 1 to Sec 5, and to instil in students a strong sense of Active Citizenry.
Student Development Programmes
MOE and Bartley Secondary School firmly believe that character development should be both taught (through explicit teaching of values and social-emotional skills) and caught (through experiential learning).
The overall outcome of these programmes is a Resilient and Responsible Leader in every Bartleyan. To achieve this main outcome, all programmes in the school are geared towards the following level outcomes:
Sec 1: Responsible Leaders of Self
Sec 2: Responsible Leaders for Others
Sec 3: Resilient Leaders for Change
Sec 4/5: Resilient Leaders for Excellence
Values-in-Action (VIA, previously Community Involvement Programme, CIP)
VIA provides students opportunities to develop a sense of belonging and purpose to the community they live in and society at large. Through their projects, students understand the roles they play in improving their surrounding environment. It is also a platform for students to actualise the social-emotional competencies to allow a developmental avenue for Character Education.
Education & Career Guidance (ECG) Modules & Programmes
ECG helps students make informed educational and career progression decisions and choices. In Bartley, this is done through direct guidance, profiling tools, fairs, progression talks and work experiences. Our tie-ups with post-secondary educational institutions allow us to help our students begin with the end in mind.
Sexuality Education (SEd) Modules
Please see our tab on Sexuality Education.
School-based CCE, including Assembly programmes and Form Teacher Period
To complement MOE’s offerings, the school has additional programmes to achieve our overall outcome of Resilient and Responsible Leaders. As mentioned, the 7 Habits and 6 Decisions programmes foster personal leadership within our students. The Leadership Talks aim to equip our students with knowledge of current literature on the types of leaders. Our signature SMILE@Bartley is explained further below. Other programmes are incorporated on a timely basis.
SMILE@Bartley - Student Mentoring through Innovative Learning Experiences
SMILE provides an environment and support infrastructure that is conducive for students to achieve greater success. This is done through a small group mentorship programme, during which the close interaction allows an in-depth understanding of the cognitive, social-emotional and physical challenges that students face. The rapport between role models and the students provides the important emotional support amidst the academic rigour.